This review does not charge APC or filing fees. The journal welcomes unsolicited articles (as well as essays, commentaries, and other types of shorter articles) on advocacy, clinical teaching, legal practice, or related topics. Text and citations must conform to the Bluebook: A Uniform System of Citation (20th edition). Because the review uses an anonymous manuscript peer review system as part of its process for selecting articles for publication, manuscripts should not bear the author`s name or identifying information. The Clinical Law Review (ISSN 1079-1159) is a biannual peer-reviewed scientific journal devoted to issues of legal theory and clinical legal education. The journal is jointly sponsored by the Association of American Law Schools (AALS), the Clinical Legal Education Association (CLEA) and New York University School of Law. The views expressed in the review are those of the authors and should not be attributed to sponsoring organizations, institutions with which authors are affiliated, or others. Peer-reviewed articles in this strand will contribute to the broader pedagogical literature and contextualize ongoing debates in education in the respective disciplinary and local contexts. They may contain detailed empirical studies on the impact of particular learning environments, opportunities or processes. From a policy perspective, some articles may examine the tensions between legal education and preparation for practice as a lawyer. For more information, see www.law.nyu.edu/journals/clinicallawreview/index.htm.
The journal organizes an annual conference with the first conference of the International Journal of Clinical Legal Education in London in July 2003, the conference was held in South Africa, Ireland, Scotland, Australia, England and Spain, the last in the Czech Republic. Delegates from more than 50 countries attended these conferences. Contributions from these annual conferences, as well as submissions from clinicians around the world, provide highly relevant and up-to-date materials for what has become a respected resource in the field of clinical legal education over the past decade. No Additional Restrictions — You may not apply legal terms or technical measures that legally prevent others from doing anything the license allows. Research and Implications: This area focuses on the evidence base for clinical training and examines the weight of evidence and knowledge claims. Topics will develop our sense of certainty of our idea of clinical impact by providing a solid critical and epistemological framework for the rigorous presentation of a range of empirical data. Contributions in this stream may therefore have a thematic focus of a different stream, but the remainder of the article is weighted on a review of the research methods used (in a report on a particular empirical study) or on the balance of CLE research approaches (in a review of existing studies). We are pleased to offer you the Clinical Legal Education Podcast. In our podcast, you can hear a number of voices from clinicians and students talking about their experiences with clinical legal education. Episodes include interviews with leading clinicians, student roundtables, and discussions on clinical research. Each episode is fully transcribed. You can learn more about the podcast, listen to the episodes and access the transcripts: clinicallegaleducationpodcast.wordpress.com/ phpprod.law.nyu.edu/jpp/index.php/journals/6 questions should be directed to: This journal provides immediate open access to its content on the principle that providing research free of charge to the public promotes greater global knowledge sharing.
N2 – From 28. to 30. In November 2018, more than 130 clinical legal educators, researchers and educational partners from around the world gathered at Monash University in Melbourne, Australia, for the annual conference of the International Journal of Clinical Legal Education (IJCLE). The 2018 theme was “Creating Value: How Clinics Contribute to Communities, Students and Advocacy.” Teaching and Learning in the Clinic: This stream examines the curriculum, pedagogy and assessment used to prepare and support students for the clinical experience. Practice reports in this stream address procedures and governance for clinical development, partnership within universities and beyond, including the statutory and voluntary sectors, and practical aspects of clinical work management, including related issues such as data management. Contributions written in collaboration with partners and stakeholders are particularly welcome. We intend to ensure a greater profile and readership for the journal by moving the journal online, and to have more impact both for individual articles and for CLE`s work in general. It will also give us a lighter and more transparent review process and easy access to our archives. Finally, the move to the Internet gives us the opportunity to change the format of the magazine by using multimedia content and publishing more often with thematic editions. The articles reviewed in this section will delve deeper into clinic theory, which relates to the purpose, ideals, and conceptualization of the value that the clinic offers to students, staff, the institution, and society at large. These articles will explore the complex relationships between clinical education and social justice programs, between academic visions, student expectations, and the demands of the legal profession. We welcome input from practitioners from all legal, educational and related jurisdictions.
The International Journal of Clinical Legal Education is committed to practicing core practices, serving a diverse community of clinicians and scientists around the world and striving to provide them with the best possible publication in a transparent manner. Manuscript submissions and all other communications should be sent to:.
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